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List of Tables and Figures | p. xi |
Series Editors' Foreword | p. xv |
Acknowledgments | p. xvii |
Preface | p. xxi |
Conceptual Overview | |
How Do Executive Function Difficulties Affect Children? Six Case Study Examples | p. 3 |
Case Vignettes | p. 3 |
Case of Justin | p. 3 |
Case of Kevin | p. 4 |
Case of Caroline | p. 6 |
Case of Brett | p. 7 |
Case of Morgan | p. 7 |
Case of Alex | p. 8 |
Thinking Through | p. 9 |
Introduction to Executive Functions | p. 11 |
What are Executive Functions? | p. 13 |
Executive Functions and Intelligence | p. 20 |
Case Vignettes Revisited | p. 27 |
Case of Justin Revisited | p. 27 |
Case of Kevin Revisited | p. 28 |
Case of Caroline Revisited | p. 30 |
Case of Brett Revisited | p. 31 |
Case of Morgan Revisited | p. 31 |
Case of Alex Revisited | p. 32 |
Thinking Through | p. 33 |
Summary | p. 34 |
Model of Executive Functions | p. 37 |
A General Holarchical Model of Executive Function Processes from an Integral Perspective | p. 37 |
Self-Activation | p. 39 |
Self-Regulation | p. 40 |
Self-Regulation and Domains of Functioning | p. 43 |
Self-Realization and Self-Determination | p. 50 |
Self-Realization | p. 50 |
Self-Determination | p. 52 |
Self-Generation | p. 54 |
Trans-Self Integration | p. 56 |
Arenas of Involvement for Executive Functions | p. 57 |
The Intrapersonal Arena | p. 58 |
The Interpersonal Arena | p. 58 |
The Environment Arena | p. 59 |
The Symbol System Arena | p. 59 |
Summary | p. 63 |
Executive Function Development and Related Issues | p. 65 |
Executive Function Development | p. 65 |
Internal Command Versus External Demand | p. 72 |
Executive Functions and Clinical Diagnoses | p. 75 |
Executive Functions and School | p. 78 |
Executive Functions and Brain Behavior Relationships | p. 81 |
Case Vignettes Revisited | p. 87 |
Justin | p. 87 |
Kevin | p. 87 |
Caroline | p. 88 |
Brett | p. 88 |
Morgan | p. 88 |
Alex | p. 89 |
Conclusion | p. 89 |
Assessment and Intervention | |
Assessment of Executive Function Capacities: Methods, Techniques, and Interpretation | p. 93 |
The State of the Art in Assessment of Executive Functions | p. 93 |
Establishing a General Framework for Assessing Executive Functions | p. 97 |
Indirect Informal Methods | p. 102 |
Conducting Informal Interviews with Parents and Teachers | p. 103 |
Indirect Formal Methods | p. 105 |
Direct Formal Methods | p. 106 |
What Do Formal Tests of Executive Function Test? | p. 108 |
Principles of Formal Executive Function Assessment | p. 113 |
Interpretation of Formal Tests Using Cascading Production Analysis | p. 116 |
Cascading Production Decrements | p. 117 |
Cascading Production Increments | p. 122 |
Cautions Related to Interpretation of Executive Function Deficits Using Formal Tests | p. 125 |
Direct Formal Methods | p. 125 |
Direct Informal Methods | p. 126 |
Interviews with the Child | p. 127 |
Behavior Observations Across Multiple Settings | p. 127 |
Process-Oriented Assessment | p. 129 |
Structured Methods for Employing the Process Approach | p. 132 |
Symbol Search | p. 132 |
Coding | p. 132 |
Limitations of Informal Direct Methods | p. 133 |
Summary | p. 134 |
Academic Skill Development and Assessment of Executive Functions | p. 135 |
Executive Functions and Classroom Functioning: Learning Versus Producing | p. 136 |
Assessment of Executive Function Difficulties Involved in Academic Skill Problems | p. 139 |
Self-Regulation Executive Functions and Reading | p. 140 |
Assessment of Self-Regulation Executive Functions Involved in Reading | p. 144 |
Learning and Producing Reading Disabilities | p. 152 |
Self-Regulation Executive Functions and Written Expression | p. 153 |
Assessment of Executive Functions Involved in Written Expression | p. 160 |
Executive Functions and Mathematics | p. 162 |
Assessment of Executive Functions Involved in Mathematics | p. 167 |
Executive Functions and Academic Production in the Upper Grades | p. 170 |
Case Vignettes Revisited | p. 172 |
Case of Justin | p. 172 |
Case of Kevin | p. 173 |
Case of Caroline | p. 173 |
Case of Brett | p. 174 |
Case of Morgan | p. 174 |
Case of Alex | p. 176 |
Summary | p. 176 |
Interventions for Executive Function Difficulties | p. 177 |
Conceptual Basis for Executive Function Intervention | p. 177 |
Executive Function Difficulties Are Associated With Suboptimal Brain Function | p. 177 |
Brain Function Can Be Altered Through Intervention | p. 179 |
Interventions Can Activate the Use of Intact Brain Function | p. 179 |
Additional Issues Related to Intervention Conception | p. 180 |
Balancing the Teaching of Internal Control with Requirements for External Control | p. 181 |
The Executive Function Environment in Which Interventions Will Be Implemented | p. 181 |
The Use of Rewards and Punishment During Intervention | p. 182 |
Maturation of Frontal Lobe Neural Circuits | p. 184 |
Consequences of Unacceptable Behavior | p. 186 |
Suggested General Guidelines for Planning and Implementing Interventions | p. 187 |
Interventions for Executive Function Difficulties: An Overview of the State of the Art | p. 188 |
Intervention Strategies Specifically Dealing with Developing Internal Control | p. 189 |
Intervention Strategies Specifically Dealing with Developing External Control | p. 191 |
Additional Sources of Intervention Information | p. 192 |
The Environment Arena of Involvement: A New Frontier for Intervention? | p. 193 |
Specific Intervention Strategies for Executive Function Difficulties | p. 194 |
Intervention Strategies for Developing Internal Control | p. 195 |
Increasing Awareness | p. 195 |
Modeling Appropriate Use of Executive Functions | p. 195 |
Teaching Specific Executive Functions as Skills Routines | p. 196 |
Using Verbal Mediation | p. 196 |
Using Verbal or Nonverbal Labeling | p. 196 |
Teaching the Use of Internal Feedback | p. 196 |
Establishing Self-Administered Rewards | p. 197 |
Intervention Strategies for Maintaining External Control | p. 197 |
Pharmacological Treatment | p. 197 |
Structuring the Environment | p. 197 |
Structuring Time | p. 198 |
Externalizing Cues for Effective Processing | p. 198 |
Providing Feedback | p. 198 |
Providing Rewards | p. 199 |
Aligning External Demands with Internal Desires | p. 199 |
Applying Intervention Strategies to the 23 Self-Regulation Capacities | p. 199 |
Interventions for Executive Function Difficulties Impacting Academic Skill Production | p. 199 |
Interventions for Executive Function Difficulties Impacting Reading | p. 204 |
Interventions for Executive Function Difficulties Impacting Written Expression Problems | p. 207 |
Interventions for Executive Function Difficulties Impacting Math Problems | p. 213 |
Intervention for Executive Function-Related Academic Production Difficulties in the Upper Grades | p. 216 |
Case Vignettes Revisited | p. 217 |
Interventions for Justin | p. 217 |
Interventions for Kevin | p. 220 |
Interventions for Caroline | p. 223 |
Interventions for Brett | p. 225 |
Interventions for Morgan | p. 227 |
Interventions for Alex | p. 228 |
Summary | p. 229 |
Executive Functions in the School Setting | p. 233 |
Sharing Knowledge of Executive Functions | p. 234 |
Applying Knowledge of Executive Functions to Enhance Group and Individual Instruction | p. 235 |
Applying Knowledge of Executive Functions to Problem Behavior Assessment and Intervention | p. 236 |
Approaches to Behavior Problem Intervention | p. 241 |
Applying Executive Function Knowledge to Academic Problem Assessment and Intervention | p. 243 |
Applying Knowledge of Executive Functions When Implementing and Evaluating Interventions | p. 245 |
How Should Decisions Be Made About Whether or Not Progress Is Being Made? | p. 251 |
How Long Should Intervention Efforts Continue Without Major Modification If the Student Is Not Demonstrating Progress? | p. 255 |
Applying Knowledge of Executive Functions to Advocate for System Change | p. 259 |
Case Vignettes in the Context of School Settings | p. 260 |
Justin in the School Setting | p. 260 |
Kevin in the School Setting | p. 261 |
Caroline in the School Setting | p. 262 |
Brett in the School Setting | p. 263 |
Morgan in the School Setting | p. 264 |
Alex in the School Setting | p. 270 |
Summary | p. 271 |
Contextual Applications | |
Detailed Case Study | p. 275 |
Case of Carter | p. 275 |
Background and Context | p. 275 |
Assessment Processes | p. 277 |
Parent Interview | p. 277 |
Teacher Interviews | p. 278 |
Classroom Observations | p. 278 |
Parent and Teacher Behavior Ratings | p. 279 |
Interview with Carter | p. 279 |
Individual Assessment Work with Carter | p. 281 |
Executive Function Summary | p. 284 |
Conclusions Based on Assessment Activities | p. 286 |
Summary of Problems | p. 290 |
Post-Assessment Activities and Program Planning | p. 290 |
Program Implementation and Outcomes | p. 293 |
Commentary on Carter's Case | p. 298 |
Summary and Conclusions | p. 305 |
Conceptualization of Executive Functions | p. 305 |
Executive Functions and Assessment | p. 308 |
Executive Functions and Intervention | p. 312 |
Knowledge Sharing | p. 320 |
Closing Comments | p. 322 |
References | p. 327 |
Index | p. 345 |
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